East African School of Higher Education Studies and Development (EASHESD)http://hdl.handle.net/10570/41
Wed, 19 Dec 2018 10:13:16 GMT2018-12-19T10:13:16ZAccessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja Districthttp://hdl.handle.net/10570/3718
Accessibility To Tuition Free Universal Primary Education By Rural Households: A Case Of Busolwe Sub- County- Butaleja District
Musiho, Abdala
The purpose of this study was to establish the factors affecting accessibility to tuition free universal primary education by rural households. The study was conducted in Busolwe Sub County in Butaleja district. The major objectives were: (1) to determine the socio-economic and institutional factors limiting accessibility to school by rural households; (2) to examine the attitudes of rural households towards universal primary education and (3) establish the factors that can encourage rural households to send their children to primary schools. The methodology used in this study was both qualitative and quantitative and questionnaires and interview guide were the major tools of data collection. Data analysis was used using Pearson’s correlation coefficient and the results indicated that there was a positive relationship between households’ income, level of education, ignorance of the importance of education and accessibility to tuition free primary education. The findings of the study also revealed that in Busolwe Sub County, many children do not attend primary schools or do not complete their primary education despite the fact that it is tuition free. The major cause of this phenomenon was that many rural households are still ignorant of the importance of education to mankind, in addition to the socio-economic and institutional factors. The researcher recommended that there is need to raise awareness of the importance of education for all children and mobilize a wide array of actors to improve and expand education infrastructures.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Arts Degree in Education Management of Makerere University.
Sat, 01 Sep 2012 00:00:00 GMThttp://hdl.handle.net/10570/37182012-09-01T00:00:00ZAntecedents of commitment of academic staff in universities in Uganda: A conceptual paperhttp://hdl.handle.net/10570/4631
Antecedents of commitment of academic staff in universities in Uganda: A conceptual paper
Mugizi, Wilson; Bakkabulindi, Fred E. K.; Bisaso, Ronald
The importance of employee commitment (EC) in so far as enhancing employee job performance is concerned is widely recognised in scholarly literature. Committed employees may be more likely to engage in extra-role behaviours such as creativity, have less intentions of leaving the organisation, accept and enhance organisational change and involve in knowledge sharing. Despite the apparent importance of EC, evidence shows that there is low EC among academic staff of universities of Uganda. Academic staff engage in frequent strikes, threats of strikes, absenteeism, delayed handing in of marks, part-time activities and show declining motivation and commitment to excellence. This means that if the problem of lack of EC among academic staff persists, there will be complete decline in the academic standards of universities. This paper proposes a study to isolate significant antecedents that can enhance EC of academic staff in universities of Uganda. The antecedents to be appraised are in three categories, namely, human resource management (HRM) practices, organisational characteristics and personal characteristics. This paper that is derived from a PhD proposal, highlights the introduction, theories, the problem, objectives, significance, framework, related literature and the corresponding hypotheses to be tested. It also proposes the methodology to be used in the study. The PhD monograph and future articles to be generated from the proposed study will give the findings, conclusions and recommendations.
This is a post-print of a journal article published in Nkumba Business Journal, 2015, 14, 218-241.
Thu, 01 Jan 2015 00:00:00 GMThttp://hdl.handle.net/10570/46312015-01-01T00:00:00ZBureaucratic practices and teachers’ performance in Primary schools in Kampala Districthttp://hdl.handle.net/10570/3863
Bureaucratic practices and teachers’ performance in Primary schools in Kampala District
Nanteza, I
The purpose of the study was to establish whether bureaucratic practices relate to teachers’ performance in primary schools in Kampala District. The study was guided by three objectives that was to establish the relationship between; (i) established hierarchy of authority, (ii) delegation of authority and (iii) division of work, on the performance of primary school teachers in Kampala District. A co-relational research design was used to relate bureaucratic practices to teacher performance in the primary schools in Kampala District. A sample of 209 teachers in Kawempe Division in Kampala District participated in the study by answering the questionnaire. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson’s Linear Correlational Coefficient (r) was used to the level of correlation between the variables.
The study findings showed that established hierarchy of authority relates to performance of primary school teachers in Kampala District. The study also showed that delegation of authority relates to performance of primary school teachers in Kampala District. The study further showed that division of work relates to teacher performance in the primary schools in Kampala District. Therefore, the researcher recommended that authority should be clearly demarcated from top to bottom and sensitized to the teachers there from to ensure efficiency and effectiveness in performance. The researcher also recommended that the Ministry of Education and Sports in conjunction with heads of schools should carry out workshops and seminars to continuously sensitize school heads on delegation of tasks, authority to enhance subordinate teachers get involved in governing of schools. The researcher further recommended that the Ministry of Education and Sports should encourage head teachers to ensure specialization to particular departments if performance is to be ensured.
A thesis submitted in partial fulfillment of the requirements for the award of the Masters of Arts Degree
in Education Management of Makerere University.
Sun, 01 May 2011 00:00:00 GMThttp://hdl.handle.net/10570/38632011-05-01T00:00:00ZThe challenges and managing of examinations in Public Universities in Uganda.http://hdl.handle.net/10570/3720
The challenges and managing of examinations in Public Universities in Uganda.
Okello, Peter
This study sought to investigate the challenges of managing of examinations in public universities in Uganda. The objectives of the study were to examine the challenges of internal examination and administration despite external examining and policy mechanisms. A survey research design in which qualitative and quantitative approaches was used to obtained views from eight top managers, 519 Internal Examiners and 180 Administrators who were purposively and conveniently sampled from four public Universities. Questionnaires were administered to Internal Examiners and Administrators; top managers were interviewed and documents analysed. The data obtained were subjected to non - parametric chi-square (χ2) test- of- goodness fit. It was found out that Internal Examiners face daunting challenges in planning and organising examinations; Administrators face challenges in coordinating and controlling of examinations; and the challenges envisaged by Internal Examiners and Administrators result in unnecessary delays which defeat the purposes of external examining and examination policies. It is recommended thus:
1) Internal Examiners should undergo induction and refresher training in planning and organisational management for them to cope with the daunting tasks of managing examinations;
2) Administrators in public universities should be trained and equipped with the leadership and administrative skills. The training should either be in house or out of station;
3) External examining should focus on the whole process rather than on part of the process as it is now in public universities; and
4) Examination policies and regulations should be reviewed regularly to stand the test of time.
A thesis submitted in partial fulfillment of the requirements for the award of the Doctor of Philosophy Degree in Educational Planning, Policy and Management of Makerere University.
Wed, 01 Jun 2011 00:00:00 GMThttp://hdl.handle.net/10570/37202011-06-01T00:00:00Z